DEPARTMENT OF GUIDANCE AND COUNSELLING

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    "Effects of school environment, culture, parental involvement and student-teacher relationships on achievement motivation among senior secondary school students in Ibadan metropolis "
    (2014) Ogundokun, M. O.; Satoye, T. E.
    The study examined the effects of school environment, culture, parental involvement and student-teacher relationships on achievement motivation among Senior Secondary school students in Ibadan metropolis. Descriptive survey research design was adopted for this study. A multi-stage random sampling technique was employed in selecting 500 participants for the study from 15 secondary schools in Ibadan. Their ages ranged between 12 years and 20 years with the mean age of 12.4 years and the standard deviation 1.42. Pearson's Product Moment Correlation and Multiple regression analyses were used to analyze the data. The results revealed that School Culture, Parental involvement School environment and Student-teacher relationships had joint effects on the achievement motivation among Senior Secondary School students but Parental involvement is the most potent factor that has great effect on the achievement motivation among students. This research indicates that counselling psychologists, teachers and the administrators should focus on building enabling environment and develop cordial interpersonal relationship with the students. Parents need to be informed that they can contribute to the education of their children through encouragement, provision of learning materials, good relationship with teachers and active assistance among other strategies.
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    Sociological factors as predictors of academic emotion among Nigeria university students
    (African journal for the psychological study of social issues, 2013) Ogundokun, M. O; Ojo, O .F
    This study investigated the sociological factors as predictors of academic emotion among Nigeria University students. The study adopted a survey research design. The participants in the study were 345 undergraduates in South-West, Nigeria. Their age ranged between 17 years and 24 years with mean age of 21.69 years. Three valid and reliable instruments were used to assess academic emotion, parental involvement and social support while birth order was assessed by requesting the participants to fill out a short family history form as part of a battery of sociological tests. Descriptive statistics, Pearson’s Product Moment Correlation and multiple regression analysis were used to analyse the data. The result revealed that parental involvement, social support and birth order were potent predictors mildly associated to academic emotion. The study has implications for behaviour therapist, educational psychologists, educational stakeholders, government and parents on how challenges faced by student under a serious emotional strain which are virtually involved in every aspect of teaching and learning process can be reduced and well managed.